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Interpreting experiences of students using educational online technologies to interact with teachers in blended tertiary environments: A phenomenological study

机译：用教育在线技术解读学生的经验与混合三级环境中的教师互动：一种现象学研究

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Kimberley Tuapawa;
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年度 2017
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1. Interpreting Experiences of Teachers Using Online Technologies to Interact with Teachers in Blended Tertiary Environments: A Phenomenological Study [J] . Kimberley Tuapawa International Journal of Web-Based Learning and Teaching Technologies . 2017,第3期

机译：混合高等教育环境中教师使用在线技术与教师互动的口译经验：现象学研究
2. Interpreting Experiences of Students Using Online Technologies to Interact with Content in Blended Tertiary Environments: A Phenomenological Study [J] . Kimberley Tuapawa International journal of distance education technologies . 2017,第3期

机译：在混合第三级环境中使用在线技术与内容进行交互的学生的口译体验：一项现象学研究
3. Interpreting Experiences of Teachers Using Online Technologies to Interact with Students in Blended Tertiary Environments [J] . Kimberley Tuapawa International Journal of Information and Communication Technology Education: An Official Pubblication of the Information Resources Management Association . 2016,第4期

机译：在混合高等教育环境中使用在线技术与学生互动的教师的口译经验
4. (1262) EDUCATIONAL EXPERIENCE IN TEACHING MATHEMATICS ONLINE: A CASE STUDY ON THE IMPLEMENTATION OF GEOGEBRA IN AN INTERACTIVE LEARNING ENVIRONMENT [C] . Anna Tatarczak, Marek M?drek International Technology, Education and Development Conference . 2017

机译：（1262）在线教育数学教育经验：在互动学习环境中实施地球盖夫的案例研究
5. The Effect of Motivation on Student Persistence in Online Higher Education: A Phenomenological Study of How Adult Learners Experience Motivation in a Web-Based Distance Learning Environment [D] . Lucey, Kevin. 2018

机译：动机对在线高等教育中学生坚持性的影响：一项基于网络的远程学习环境中成人学习者如何体验动机的现象学研究
6. Teachers’ and postgraduate nursing students’ experience of the educational environment in Iran: A qualitative Research [O] . Fatemeh Hajihosseini, Mansoureh Zagheri Tafreshi, Meimanat Hosseini, 2017

机译：老师和护理学研究生对伊朗教育环境的体验：定性研究

Interpreting experiences of students using educational online technologies to interact with teachers in blended tertiary environments: A phenomenological study

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